Basic Library Research
Print Resources
Information Literacy in Action
GORDON, Gordon, Carol.
Published 2000
No longer can the librarian limit his/her repertoire of teaching to lists of skills dictated by a curriculum document conceived in isolation. Information skills must emerge from the academic areas in which they are embedded. This book presents projects that artfully blend the information literacy agenda of the librarian with the agenda of the classroom teacher. Team teaching, interdisciplinary planning and teaching, integration of technology in teaching, and authentic, or performance-based learning and assessment, are comfortable partners to resource-based project work that highlights problem-solving, inquiry learning and critical thinking.
Information Literacy in Action is a collection of projects conceived by teachers and were intended to meet real needs, such as covering the curriculum, in the real world of every-day teaching. Each project has been piloted, implemented, revised and re-visited many times. As the world outside the classroom raced on to the Information Highway and online resources, and pedagogy translated constructivist ideas about learning to performance-based authentic learning and assessment, these projects survived dissection and, in some cases, extensive surgery. It is a tribute to the vision and reflective practice of the teachers whose work is represented here that their ideas are the backbone of several information literacy programmes in classrooms and libraries of international schools throughout Europe.
The projects assembled in this book relate to a cross-section of academic subjects and a variety of grade levels, from third to twelfth. Most projects fall into middle level, from 5th to 9th grades, making adaptation of the units manageable for lower and upper grades. While the projects described are complete, their features can be used to modify projects already in place in your school. Technology is used in some projects and all projects are resource-based.
How to Develop Children as Researchers
KELLETT, Kellet, Mary.
Published 2005
'This book will be really useful to all teachers of upper Primary/lower Secondary pupils but will be especially useful as a resource for using with gifted children of 9 to12 years, as it will promote and support the type of self-directed, investigative enquiry that they enjoy. The author also emphasises the importance of the research process rather than the written product, which will appeal to all those children who dislike the written presentation of work!
Each chapter outlines the learning outcomes, has a timed teaching content, and suggests a core activity; it also suggests differentiation and includes some simple 'games'. It is fully supported by photocopiable resources, making it a complete programme of work.
Empowering Learners: Guidelines for School Library Media Programs
AASL, American Association of School Librarians.
Published 2009
As we approach the second decade of the twenty-first century, school library media programs continue to undergo momentous changes that have heightened the importance of technology and evidence-based learning. The focus has moved from the library as a confined place to one with fluid boundaries that is layered by diverse needs and influenced by an interactive global community. Guiding principles for school library media programs must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. Defining the future direction of school library media programs is the purpose of the newest set of guidelines from the American Association of School Librarians (AASL), entitled Empowering Learners: Guidelines for School Library Media Programs
Following the Threads: Bringing Inquiry Research into the Classroom
SELWYN, Selwyn, Doug.
Published 2010
Following the Threads: Bringing Inquiry Research into the Classroom integrates several strands related to inquiry research. Historians, artists, and educators are interviewed about carrying out research, and teachers who regularly conduct projects, expeditions, and other student-centered research strategies discuss their work. Complete with lesson and unit suggestions and further resources, this book is a tapestry of ideas for teachers, woven from the work and wisdom of educators and artists who follow the threads of their own questions and their students', bringing passion, depth, and authenticity to classroom teaching at any level.
The Big 6: Workshop Handbook
Implementation and Impact, Fourth Edition
EISENBERG, M. Eisenberg, R. Berkowitz.
Published 2011
Today's students need information literacy skills more than ever before. While essential skills did include reading, writing, and arithmetic, there is now an essential fourth "R"---Research! "Research" means "information literacy," and the best way to teach it is using the Big6 approach.
The Big6 was first developed in 1987 as a simple, flexible, and broadly applicable approach to teaching and learning essential information literacy skills. At its most fundamental level, the Big6 is a six-stage process model for information problem-solving and decision-making. For over 20 years, the successful Big6 formula has been constantly expanded and refined with the input of thousands of teachers and many more students---in both public and private education settings.
Today's latest incarnation of The Big6â„¢ Workshop Handbook includes the Super3 process; using the Big6 to teach technology skills; integration with subject area curricula, assessment, and standardized testing; connecting with national, state and school district standards; and micro- and macro-level planning. Everyone from classroom teachers and teacher-liberarians to administrators and parents will find it invaluable.
Lehman, Katharine B., and Lori E. Donovan. Power Researchers Transforming Student Library Aides into Action Learners. Santa Barbara, Calif.:
Power Researchers
LEHMAN, K. Lehman, L. Donovan.
Published 2011
Power Researchers: Transforming Student Library Aides Into Action Learners is a unique practical guide for high school librarians to use in developing a curriculum for student library aides that expands their knowledge, develops literature appreciation, and models 21st-century teaching skills. Authors Lehman and Donovan—both experienced high school librarians—explain how to get maximum results from their proven "learn by doing and helping others" philosophy and techniques, increasing productivity in your library and giving students the necessary information literacy skills for success.
This book is filled with reproducible lesson plans, student worksheets, and rubrics. Lessons incorporate specific skills, dispositions, responsibilities, and self-assessment strategies from the AASL Standards for 21st Century Learners. The lessons and reproducibles are not just limited to use with library aides; these materials can also be utilized in collaboration with classroom teachers for whole class instruction in all content areas. Useful links to many online lessons, modules, and Web 2.0 tools are also included.